Fieldwork Seminar A Certificate Program in Psychosocial Rehabilitation Instructor s Manual CASRA 2002

Transcription

1 Fieldwork Seminar A Certificate Program in Psychosocial Rehabilitation Instructor s Manual 2002

2 Copyright 2002 by California Association of Social Rehabilitation Agencies (). All rights reserved. No part of this publication may be reproduced in any form without written permission from the publisher. California community college instructors may reproduce materials for classroom use. Published by: California Association for Social Rehabilitation Agencies () Phone (925) Fax (925) Website The courses for the Certificate Program in Psychosocial Rehabilitation are funded by UCSF Center for the Health Professions Allied Health Workforce Innovations for the 21 st Century. Fieldwork Seminar Instructor s Manual ii

3 Instructor s Manual Fieldwork Seminar This class will provide the student a structured, supervised internship in a communitybased setting in conjunction with a seminar to support the student s field experience and assure the integration of academic learning and field experience. The weekly seminar will address issues related to the Psychosocial Rehabilitation Practitioner in relation to the people they serve, their colleagues, the agency in which they work, the broader mental health system and the community. It will provide an opportunity for students to discuss the challenges they face in doing the work and implementing newly learned practices. Learning Objectives 1. Understand key elements of the Psychiatric Rehabilitation Practitioner Code of Ethics. 2. Understand the concept of Scope of Practice. Be able to distinguish the role of the psychosocial rehabilitation practitioner from that of other professions. 3. Identify personal strengths and areas needing improvement as a practitioner. 4. Know how to use supervision. 5. Develop strategies to problem-solve in the workplace. 6. Be able to describe the basic components of the mental health system of the County in which you practice. Fieldwork Seminar Instructor s Manual vi

4 Handout 3 Syllabus Class Topic Reading or Written Assignment 1 Purpose and Expectations of Seminar and Field Placement 2 Code of Ethics & Confidentiality Reading: IAPSRS Code of Ethics 3 Code of Ethics: Dual Relationships Reading: Brownlee 4 Legal Issues: Patient Rights 5 Legal Issues: Mandated Reporting W & I Code 6 Role Definition & Professional Organizations 1 Assignment #1: Submit interview with PSR Practitioner 7 Role Definition: PSR Practitioner 8 Documentation Students bring chart forms from placement agency to class 9 Documentation 10 Use of Supervision Reading: Chiaferi & Griffin 11 Developing Role as Practitioner Assignment #2: Submit process notes of a servicerelated meeting with an individual or group Reading: Self-Care Plan 12 Working in an Agency; Agency Structure & Purpose 13 Resolving Issues in the Workplace Assignment #3: Submit Agency description and organizational chart 14 Overview of Mental Health System: Guest Speaker 15 Student presentations describing placement experience what was learned? 16 Student presentations describing placement experience what was learned? Turn in evaluations of field supervisor & agency, and seminar instructor & class Fieldwork Seminar Practices in Psychosocial Rehabilitation 1-7 Instructor s Manual Class 1

5 Class 10 Use of Supervision Y Welcome students. Y Ask if there are any follow-up questions or clarifications from the last class. Discussion Y What has been your experience of supervision, in your fieldwork or elsewhere? Y What do you like? Y What could be better? Y Good supervision emphasizes Y Consistency Y Learning goals Y Feedback Y Not to be a carbon copy finding your own style What is Supervision? Y Professional: Supervision is a method of training and teaching in which experienced professionals interact with students and interns to provide guidance, on-site education, skills development, and general support. Aspects of supervision often include direct observation of the student, training meetings arranged for the specific purpose of addressing the needs of staff members and interns, weekly individual or group sessions where interns discuss their work with their supervisors, and, periodically, goal-setting and evaluation sessions. -- Chiaferi & Griffin, p. 24. Professional supervision is geared to the development of a professional self. Y Administrative: Supervision is related to products or process, e.g., number of people seen, quality of charting, how well you perform the required tasks, what is your assignment? In many agencies, one person may do both. In an internship, they may be different. For example, many students in one agency may meet weekly with a Psychosocial Rehabilitation Practitioner who is not related to their daily assignments to talk about the practice of psychosocial rehabilitation and meet with an onsite supervisor to talk about the day to day work. Fieldwork Seminar Use of Supervision 10-1 Instructor s Manual Class 10

6 Discussion Y What can you do to make supervision work for you? Y Prepare an agenda Y Clarify your questions Y Insist on a regular meeting time Y Check out procedures Review Instructions for Assignment Due Next Class Discussion of Field Specific Issues (15 minutes) Fieldwork Seminar Use of Supervision 10-2 Instructor s Manual Class 10

7 Class 11 Developing Role as Practitioner Y Assignment Due: Process Recording Y Welcome students. Y Ask if there are any follow-up questions or clarifications from the last class. Discussion Y Discuss the concept of being self-aware and observing how we use ourselves. (10 minutes) Y A professional practitioner is aware of how he/she interacts with people the person served, colleagues, supervisors, supervisees and how his/her actions/words impact the other person and the achievement of their goals for the interaction. A practitioner doesn t just emote in response to a person s story or tragedy; he/she thinks about how their reaction will feel to the other person will it be supportive Y A professional practitioner has critical thinking skills Y A professional is able to take care of him/herself, so he/she can remain professional in the moment. Small Group Discussion: Role With Persons Being Served Y Students break into groups (20 minutes) and each student discusses his/her: Y Personal style Y Forms of engagement Y Comfort/discomfort managing anxiety Y Using feedback Y Taking care of oneself Y Students report back to larger groups what commonalities and differences they discovered among members of the group (15 minutes). Large Group Discussion: Practitioner Roles (15 minutes) Y Ask students to review the many facets of the practitioner, including: Y Role with colleagues Y Role with supervisor Y Role with agency Fieldwork Seminar Developing Role as Practitioner 11-1 Instructor s Manual Class 11

8 Y Role in the field & the community Review the Instructions for the Assignment Due at Next Class Discussion of Field Specific Issues (15 minutes) Fieldwork Seminar Developing Role as Practitioner 11-2 Instructor s Manual Class 11